“A Skripsi”
Presented to Faculty of Educational Sciences in Partial Fulfilment and Requirements for the Degree of S.Pd. (S-1)
in English Education
Submitted by: EKA FITRIYANI
1111014000005
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
Advisor
I
NW
Siti NurulAzkiyah. M. Sc. ph. D
THE ET'F'ECTIVENESS OF CROSSWORD PUZZLE
IN LEARNtr{G VOCABULARY
(A Quasy-experimental study at the seventh Grade students
of MTs. Muhammadiyah 1 Ciputat)
'oA Skripsi'
Presented to Faculty of Educational sciences in partial f,'ulfillment and
Requirements for the Degree of S.pd (S.1)
in English Education
Submitted by: EKA T'ITRTYANI
111101400000s
Approved by the advisors:
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF IIIDAYATI]LLAH STATE ISLAMIC UNIVERSITY JAKARTA
20t6
ENDORSEMENT SHEET
The Examination Committe of Faculty of Educational Sciences certifies that
the "Skripsi" Scientific Paper entitled
"
The Effectiveness of Crossword Puzzle in Learning Vocabulary (A Quasi-Experimental Study at the Seventh Grade of MTs. MuhammadiyahI
Ciputat)"written by
Eka
Fitriyani, students' number:1111014000005 was examined by the Committe on October 3'd,201.6, and was
declared to have passed to fulfiII one of the requirements for the degree of S.Pd. (S-1)
in English Education.
EXAMINATION COMMITTE
Chairman Dr. Alek. M.Pd.
NrP. 19690912 200901
I
008Secretary
Examiner I
Examiner II
Zaharil Anasy. M.Hum.
NrP. 19761007 2007t0 1 002
Dr. Atiq Susilo. MA.
NrP. 19491122 197803 t00r
Drs. Sunardi Kartowisastro. Dipl. Ecf
Acknoweledged by
Dean of Facrllgy of Educational Sciences
T]IN JAKARTA TTTI(
Jl. b. H. -W No 95 Cpuu I 51 1 2 ld*^aa
ST]RAT
PER}IYATAAN KARYA SENDIRI
FORM
(rR)
Tgl.Terbit
:
I Maret 2010Saya yang bertanda tangan di bawah ini,
Eka Fitriyani
Pe-malang,
.t9
J-ar,ruali. I 9921111014000005
Pendidikan Bahasa Inggrrs
The Effectiveness of Crossword Puzzle in Leaming
Vocabulary (A Quasi
-
Experimental Study at the SeventhGrade Students of MT* Muhammadiyah
I
Ciputa)Dosen Pembimbing : 1. Dr. Nurul Azkiya, M. Sc. Ph. D.
2. Drs. Bahd Hasibuan, M. Ed.
dengan ini menyatakan bahwa slaipsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jawab se&ua akademis atas apa yang saya fulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.
Nama
TempatlTgl.Lahir
NIM
Jurusan / Prodi
Judul Skripsi
Jakarta, 29 Agu-stus 201 6
NIM.] 1 110 a
H & x t;
s
G 5
ET
t
No.
Revisi: :
0lSevent Grade Students of MTs. Muhammadiyah 1 Ciputat). Skripsi, English
Education Department, Faculty of Educational Sciences, Syarif Hidayatullah
State Islamic University Jakarta.
Advisor I : Siti Nurul Azkiyah, M.Sc.,Ph.D.
Advisor II : Drs. Bahrul Hasibuan, M.Ed.
Keywords: Crossword Puzzle, Vocabulary.
The objective of this research was to get empirical evidence of using Crossword
Puzzle in Learning Vocabulary. The sample of this research was seventh grade
students of MTs. Muhammadiyah 1 Ciputat. They were VII-1 as the experimental
class and VII-2 as the control one. Each class consisted 32 students . For sampling
tehcnique, the researcher used purposive sampling. In getting the data, the researcher
used test that devided into pre-test and post-test. The instrument of this research was
test that in form multiple choices. In analzing the data, the researcher used T-test
formula to analyze students’ achievement by conducting a pre-test and post-test. The result of this study showed that most of students have gained good scores after
treatment. The students’ pre-test mean score in experimental class was 62.75 while the post-test mean score was 83.97. In contrary, the students’ pre-test mean score in
controlled class was 61.40 and the post-test mean score was 71.88. The result of
statistical hypotheses test found that on significance level 5%, tobservation was 2.13
while ttable with df= 62 was 1.999 or tobservation > ttable.The findings of the study state
that using cross word puzzle in learning vocabulary is an effective way and quite
Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta.
Pembimbing I : Siti Nurul Azkiyah, M.Sc.,Ph.D.
Pembimbing II : Drs. Bahrul Hasibuan, M.Ed.
Kata Kunci: Permainan TTS, Kosa Kata.
iv
All praise be to Allah the Lord of the worlds for the blessing, the strength
and the guidance to the researcher in completing this research. Peace and blessing
from Allah SWT be upon to the Prophet Muhammad SAW, his families, his
companions and his followers.
It is a precious thing that the researcher finally accomplishes her
„skripsi‟entitled “The Effectiveness of Crossword Puzzle in Learning Vocabulary”(A Quasi-Experimental Study at the Seventh Grade Students of MTs
Muhammadiyah 1 Ciputat). It is presented to the Faculty of Educational Sciences
in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in
English Education.
On this occasion, the researcher would like to give the deepest gratitude
and the greatest honour to her beloved parents, Mrs. Rikhanah and Mr. Abdul
Basyir and her lovely husband, Jaenudin who always give prayer and motivation
to finish her study. The researcher would also like to express her gratitude to Siti
Nurul Azkiyah, M.Sc., Ph.D. and Drs. Bahrul Hasibuan, M.Ed. as the advisors
who have given guidance, advice, motivation, and patience to the researcher in
accomplishing this „skripsi‟.
The researcher‟s gratitude also goes to:
1. All lecturers especially those of Department of English Education for
the worthy knowledge, motivation and patience to the researcher
during her study at Syarif Hidayatullah State Islamic University.
2. Dr. Alek, M.Pd. as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum. as the Secretary of Department of English
Education.
v
Utul Azkiyah, Nurul Fatmawati, Faras Labieb, Akhmad Fahri and
Imam Damarullah who always help, share and support the researcher.
7. For my best friends, Novia Nur Komala Dewi, Misyka Nuri Fatimah,
Aptiyani Nur Janah, Risna Nur Hasanah, Fahmi Saefudin, Nisa, Sulis
and Dede who always support the researcher to finish her study as
soon as possible.
8. To any other persons who give contribution to the researcher and
whose name cannot be mentioned one by one.
Finally, the researcher truly realizes that this „skripsi‟ cannot be
considered as a perfect masterpiece. Therefore, it is a very precious thing for her
to get suggestion and criticism which hopefully can make it better.
Jakarta, Agustus 2016
ABSTRAK ... iii
ENDORSEMENT SHEET ... iv
ACKNOWLEDGMENT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... vii
CHAPTER I. INTRODUCTION ... 1
A. Background of Study ... 1
B. Identification of Problem ... 4
C. Formulation of the Problem... 4
D. Limitation of the Problem ... 4
E. Purpose of the Study ... 4
F. Significance of the Study... 5
CHAPTER II. THEORITICAL FRAMEWORK ... 6
A. Vocabulary ... 6
1. The Understanding of Vocabulary ... 6
2. The Importance of Masterinf Vocabulary for Students .. 7
B. Teaching Vocabulary ... 9
1. What the Students Need to Learn ... 9
2. Media in Teaching Vocabulary ... 10
3. Principles of Teaching Vocabulary ... 12
C. Games ... 13
1. The Purpose of Game ... 13
2. The Advantages of Games ... 14
3. The Understanding of Crossword Puzzle... 15
CHAPTER III. RESEARCH METHODOLOGY ... 20
A. Research Design ... 20
B. The Place and Time of the Research ... 20
C. The Population and Sample ... 21
1. Research Population ... 21
2. Technique Sampling ... 21
D. Instrument of Study ... 21
E. Technique of Collecting Data ... 21
F. Technique of Analyzing Data ... 22
1. Validity ... 22
2. Realibility ... 22
3. Discriminating Power ... 23
4. Item Difficult ... 23
5. Normality Test ... 24
6. Homogeneity Test ... 25
7. T-Test ... 25
G. Statiscal Hypothese ... 27
CHAPER IV. RESEARCH FINDINGS ... 28
A. Data Description ... 28
1. The Data of Experimental Class ... 28
2. The Data of Control Class ... 29
B. Analysis of Data ... 31
1. Validity Test ... 31
2. Realibity Test ... 31
3. Discriminating Power ... 31
4. Item Difficulty... 34
A. Conclusion ... 44
B. Suggestion ... 45
REFERENCES ... 47
Table 4.3 ... 28
Table 4.4 ... 30
Table 4.5 ... 31
Table 4.6 ... 31
Table 4.7 ... 32
Table 4.8 ... 32
Table 4.9 ... 33
Table 4.10 ... 34
[image:12.612.72.467.91.533.2]1
A.
The Background of the Study
Vocabulary is one of the important language aspects in learning
English.Having vocabulary, students are easier to understand teachers‟
explanation and also help them in learning four language skills namely
listening, speaking, reading and writing. Wilkins as cited in Scott Thornbury
states that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”.1
This indicates that vocabulary has an important
role in communicates the ideas. Students who have enough vocabulary are able
to write and speak well.
Additionally, students need to learn academic words list in
understanding vocabulary. Scott Thornbury states “a recently published
academic word list consists of just 570 words families, covering a variety of
disciplines – arts, commerce, law and science – also includes such items as
analyse, concept, data and research”.2This is important because those academic
words can help students in learning huge number of vocabulary in the class. On
the other hand, “most researcher nowdays recommended a basic vocabulary of
at least 3.000 word families, while for more specialised needs, a working
vocabulary of over 5,000 word families is probably desirable”.3
Regarding the importance of vocabulary, students need to learn
vocabulary because vocabulary is the key to learning language and the most
important aspect in using language.Students who have sufficient vocabulary,
automatically can speak and build sentences well. According to Jack Richards
and Willy A. Renandya, “vocabulary is a core component of language profiency
1
Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Education, 2002),p. 13 2
Ibid., p. 21. 3
and provides much of the basis how well learners speak, listen, read and write
well”.4
However, in term of teaching English many students are still confused to
use vocabulary in their writing. Many students could not choose and use the
suitable and correct vocabulary. Students did not understand when teacher used
English in the class so they asked the teacher to translate into Indonesia
language. Furthermore, teachers are seldom use mediaand teaching by repetition
makes the students feel bored. Those information is obtained when the writer
did Integrated Teaching Practice Profession-Praktek Profesi Keguruan Terpadu
(PPKT) program as English teacher in MTs. Muhammadiyah 1 Ciputat for four
months. Based on factors above, teachers need to provide students with various
techniques to increase students‟ vocabulary.
Dewi Nurhamida (2012) found that many students get the difficulty in
remembering new vocabulary and also they are not interested in learning
English. Then she used word wall as media in teaching vocabulary to improve
students‟ vocabulary mastery. After she used word wall in teaching vocabulary, students‟ score were higher than before she used media. Additionally, Hari Supriyatna (2014) found that technique in teaching vocabulary is less of
variation and tend to be monotonous. Then he used guessing game as media in
teaching vocabulary. The result of students‟ score who were taught by using
guessing game as media was higher. From some researchs above, it can be
suggested that the use of media in teaching vocabulary is effective, it
showedthat students‟ score in experimental class that use media is higher than
students‟ score in control class that without media.
Additionally, there are some techniques and media that can build the
interest of students in learning vocabulary. One kind of media that the writer
wants to apply in teaching vocabulary is crossword puzzle. By applying
4
Jack C. Ricahrds and Willy A. Renandya, Methodology in Language Teaching: An
crossword puzzle the writer hopes that it seems to be effective for students‟
vocabulary learning.5
“The crossword puzzle is a game that makes the teaching-learning process attractive.”6 It means that the crossword puzzle will motivate the
students to solve the puzzle by making learning fun and relaxed. In this case
students more understandin learning vocabulary because they have to fulfill the
hidden words that teacher give by using crossword puzzle and make them
remember vocabulary easily in different way, that is rewriting them.The reasons
of using this game are because the learners can enjoy in learning of the target
language.7 It is because the students are involved in the learning process.
Moreover, the crossword puzzle can also help the students to gain their interest
in learning vocabulary by practice and repetition the sentence pattern. By this
technique, it helpis the students see or think that English is not a difficult subject
as they think.
There is one relevant previous research that supported the use of
crossword puzzle in vocabulary learning. Wiwat Orawiwatnakul (2013) has
done the research and showed the result that students‟ retention in memorizing
vocabulary they gained from the activity provided and also their vocabulary
improved.
Referring to some problems and advantages of crossword puzzle, the
writer would like to investigate whether or not the use of crossword puzzle in
teaching vocabulary is really effective.
5
Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, The Use of Cross
Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary School, (International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February, 2013),p. 2.
6
Ibid.,p. 2. 7
B.
The Identification of Problem
According to the background of the study above, there are several
problems that can be identified in this research:
1. Many students are still confused to use vocabulary in their writing.
2. Many students could not choose and use the suitable and correct
vocabulary.
3. In teaching and learning teachers are seldom use media.
4. Teaching by repetition makes the students feel bored.
C.
The Formulation of Problem
Based on the statement above, the writer formulates the problem of the
research as followed: Is using crossword puzzle effective in teaching
vocabulary to the 7th grade students of MTs Muhammadiyah 1 Ciputat?
D.
The Limitation of the Problem
This study was conducted at the second semester 2015/2016of academic
year at 7th grade students of MTsMuhammadiyah 1 Ciputat. This research did
not focus on teaching vocabulary in general but only focuses on teaching
vocabulary using crossword puzzle which is specifically taught to 7th grade of
junior high school.
E.
The Objective of the Research
The objective of this research is to get empirical evidence of whether or
not the using of crossword puzzle in teaching vocabulary to grade VII at MTs
F.
The Significance of the Study
This research is expected to expand the writer‟s insight into crossword
6
In this chapter, the writer tries to give clear description of literature review. The
sub sections are Vocabulary that consists of The Understanding of Vocabulary and
The Importance of Mastering Vocabulary for Students. This section will be followed
by Teaching Vocabulary which consists of What The Students Need to learn, Media
in Teaching Vocabulary,and Principles of Teaching Vocabulary. In the last sub is
Game that consists of The Purpose of Game,The Advantages of Game, The
Understanding of Crossword Puzzle, Teaching Vocabulary Using Crossword Puzzle
and The Advantages of Crossword Puzzle.
A.
Vocabulary
1.
The Understanding of Vocabulary
In learning new language, vocabulary is one of the important language
components that language learners need to learn. Language learners need a
great range of vocabulary to be able to understand the text written in English,
comprehend the message, and speak and write in English.
Several authors have interpreted the meaning of vocabulary in different
point of view. Penny Ur defines vocabulary as the words thatteacher teach in
foreign language. However, a new vocabulary may be more than one word
which is made up from two or three words that conveys a meaning. Besides,
there are multi-word idioms where the meaning of phrase cannot be concluded
from an analysis of component word.8 Additionally, Richards and Renandya
states that vocabulary is one of crucial part in language learning that will
8
become a basis of how learners can speak, listen, read and write well.9
Meanwhile, according to Laurie Bauer vocabulary is about words where they
derive from, how they change in different categories, how they relate each
other and also how we use them to see the world.10 Furthermore, Hatch and
Brown that define vocabulary as a set of particular language or a list or set of
words that people can use.11
Based on the definition above, the writer can say that vocabulary is a set of
word that used to express the ideas and learn new subject.
2.
The Importance of Mastering Vocabulary for Students
Vocabulary is important for student‟s understanding in four language
skills. Students who have enough vocabulary will find little difficulties in
using the language in written and oral form. The roles of vocabulary above
show that vocabulary is important for students because it will help them to
understand the task. In addition, there is a relationship between vocabulary
and understanding. If students know the meaning of words, the students will
be able to comprehend it. Wilkins as cited in Scott Thornbury state “without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed.12
Additionally, as stated by David and Vallete in their book that vocabulary
is important part in all languages teaching, students must learns words as they
learn grammar and practice pronounciation.13 Furthermore, McCharty states
that vocabulary is the biggest component of any language course. No matter
how well students learn grammar and the sounds of language are mastered,
9
Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255.
10
Laurie Bauer, Vocabulary, (New York: Routledge, 1998), p. VIII. 11
Evelyn Hatch and Cherryl Brown, Vocabulary, Semantic, and Language Education,
(Cambridge: Cambridge University Press, 1995), p. 1.
12
Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Longman, 2002), p. 13. 13
Edward David and Rebecca M, Vallete, Classroom Tehnique Foreign Language and
without words to express a wide range of meanings, communication just
cannot happen in any meaningful way.14 It means that understanding a large
number of vocabulary will be helpful for language learner better than
understanding language structures and sound of language because by learning
vocabulary learners will be able to understand the language.
Moreover, as Kreshen points out that a large vocabulary is very crucial for
mastering a language.15 It means that vocabulary is the key to students for
understanding what they hear and read in the school; and then communicating
successfully with other people. As Wilkins emphasizes the importance of
vocabulary acquisition in learning language by stating that without grammar
students cannot make communication but without vocabulary it is impossible
to communicate with other people.16
From the explanation above, it showed that vocabulary is important for the
students in teaching learning process. If the students just have a little of
vocabulary, they will be unable to understand the question and the text of
English. In addition, if the learners have lack of vocabulary, they do not have
very much information or knowledge. Otherwise, if the students know and
understand vocabulary they will be able to communicate effectively and
understand the English text.
14
Michael McCarthy, Vocabulary, (New York: Oxford University Press, 1990), p. 3. 15
Krashen, S.D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440-463.in Thuy. N. N., The Effects of Semantic Mapping on Vocabulary Memorizing. P. 630
16
B.
Teaching Vocabulary
1.
What the Students need to Learn
In learning vocabulary many studentsare confused in using it. Therefore,
they can not choose and use the suitablevocabulary, write with wrong spelling
and grammar. However, according to Harmer there are four components that
students can learn17:
a. Meaning
Student needs to know that vocabulary item may have more than one
meaning. Hence, they have to look at the context in which it is used.
This is very important in learning vocabulary because the meaning of
words commonly have relationship with other words. These
relationships make the learner commit some vocabulary and defining
the semantic area of word.18
b. Word Use
Students need to know that the use of word can change the meaning
based on how it is used. In other words, students also need to know
collocation. Collocation consists of pairs or group of word that
co-occur with high frequency.
c. Word Formation
Words can change their shape and their grammatical value. Students
need to know word formation and how to twist words to fit different
grammatical context.
d. Word Grammar
Words change according to their grammatical meaning, so the use of
some words can trigger the use of some grammatical pattern. The
17
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:
Longman 1991), p. 156-158
18
Marianne Celce-Murcia. Teaching English as a Second or Foreign Language.Third
grammar need to be taught because an item may have an unpredictable
change of form in grammatical context.
2.
Media in Teaching Vocabulary
In the teaching vocabulary students are not only learning those words and
memorize them but also understanding the meaning of words. Hence, the use
of media is important because students can understand and recall previous
materials in the process of acquiring vocabulary.
Teacher can discover some techniques in teaching vocabulary, Pittman as
cited in Jack C. Richrads and Tehodore S. Rodgers states there are some ways
in demonstrating the meaning of new language such as using picture, realia,
action with gesture and also the real object.19These are some activities in
learning vocabulary:
a. Realia
Presenting the real thing can be used in learning and teaching in the
classroom such as pen, ruler, book, and ball. The teachers hold the
things and say it loudly then get students to repeat it.
b. Pictures
Picture can be flashcards, wall pictures, charts, magazine picture and
any other non-technical visual. Teacher can use this to explain the
meaning of words such teachers draw or bring some pictures then
show to the students that students can illustrate the pictures such as
hat, house, door, etc.
c. Mime, Action and Gesture
Action will be better to explain by mime. This concept of this action is
easily presented such as running, walking, crying, etc.
d. Explanation
19
For the beginner the explanation will be difficult but it will become
easy by remembering the fact of these words. For instance, explain the
meaning of „mate‟ teachers have to point out that it is colloquial words that used in informal context.
e. Translation
Translation is the easy way in teaching vocabulary to understand the
meaning.20In choosing words for the students, teachers should know
some characteristic of words. Beck et al. as cited by Joanne Schudt
Caldwell points out three levels of words. The first level is including
basic words such as walk, mother and animal. The second level is
including high-frequency such as compromise, diligent, and fortunate.
And last is including specific content areas such as manometer,
organelles and capsid.21
Furthermore, Nagy as cited in Thomas B. Smith identified three
elements which are needed to an effective programs in teaching
vocabulary: integration, meaningful use and repetition22. Integration
means that vocabulary lesson must be an integral, teachers should
teach vocabulary and tie into reading and writing lesson. Then,
meaningful use means teachers should give opportunities to the
students to practice what they have learned in meaningful ways. The
statement above is supported by R. Ellis and He as cited in Susan M.
Gass and Larry Selinker state that “when learners have opportunity to
use new word in a communicative context, those words are retained in
short and long term than when they are only input them on their
20
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:
Longman), p. 161. 21
Joanne Schudt Caldwell, Comprehension Assessment, A Classroom Guide, (New York: The Guilford Press.,2008), p. 133-134.
22
mind”.23The last is repetition, it means that teachers have to recall
previous vocabulary in every ways in which students always remember
the vocabulary that they have learned. According to Brown one
important way of aiding memory is by associating what is to be
learned.24 This indicates when teachers teach new vocabulary they
need to associate vocabulary that they have learned before.
f. Crossword Puzzle
Crossword puzzle can be used in teaching and learning as other media.
Teacher may wish to highlight keywords of a short story or teachers
may also decide to provide students with key words of a short story in
crossword puzzle and students are required to provide the clues.25
3.
Principles of Teaching Vocabulary
a. Concrete word
A general principle in the past has been to teach more concrete words.
The things which the words represent are there in front of the students
and thus easily explained.
b. Frequency
A general principle of vocabulary selection has been that of frequency.
Teachers can decide which words they should teach on the basis of
how frequently they are used by speaker of the language. The words
which are most commonly used are the ones they should teach first.
23
SusanM. Gass &Larry Selinker, Second Language Acquisition, An Introductory Course,
Third Edition, (New York: Routledge, 2008), p. 464.
24
James I Brown,Programmed Vocabulary, (New York: Meredith Publishing Company, 1964), p. 4.
25
Anthony Mollica, Crossword Puzzle and Second Language Teaching, (American
c. Coverage
Another principle that has been used in the selection of vocabulary is
that of coverage. A word is more useful if it covers things than if it
only has one very specific meaning.
d. Choice
In order to know which are the most frequent words students can read
or listen to a lot of English and list the words that are used, showing
which ones are used most often and which are used least often.26
C.
Games
1.
The Purpose of Games
Game is an activity which is entertaining and engaging, often challenging
and also in which learners play and interact with others.27This activity is a
way to help students not only enjoy and entertain with the language they learn
but practice it incidentally. Game has some purposes:
a. Physical activity: to release physical and nervous tension and to
promote mental alertness by breaking the routine of drills.
b. Enjoyment: to create a climate of fun and interest that will help the
students look forward to their English lesson.
c. Cultural content: to use game as a way of repealing general pattern of
culture that should add to the student‟s grasp of the waysof English
speaking people.
d. Laguage learning: to serve as an adjunct to the tehnique of teaching
grammar and sound system of the new language.28
26
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:
Longman 1991), p. 154. 27
Andrew Wright, et. al, Games for Language Learning, Third Edition, (Cambridge:
Cambridge University Press, 2006), p. 1. 28
David Croocal &Rebecca L. Oxford, Simulation, Gaming and Language Learning, (New
From the purpose of game above crossword puzzle can be applied in
physical activity such students can write the correct word from the clues
in the board. The use of crossword puzzle is to create the class alive and
also teacher can use this media to teach sound system of new language.
2.
The Advantages of Games
Andrew Wright points out some advantages of games in his book.
a. Games help and encourage many learners to support their interest and
work.
b. Games also help the teacher create contexts in which the language is
useful and meaningful. Students want to take part, and in order to do
so must understand what others are saying or have written, and they
must speak or write in order to express their own point of view or give
information.
c. Many games make language items more conventional.
d. By making language convey information and opinion, games working
of language as living communication.
e. Games can provide intense and meaningful practice of language.29
Additionally, according to Lee Su Kim there are many advantages of using
games in the classroom.
a. Games are a welcome break from the usual routine of the language
class.
b. They are motivating and challenging.
c. Learning a language requires a great deal of effor. Games help students
to make and sustain the effort of learning.
d. Games provide language practice in the various skills such as
speaking, writing, listening and reading.
29
e. They encourage students to interact and communicate.
f. They create a meaningful context for language use.30
3.
The Understanding of Crossword Puzzle
The first puzzle was created by Arthur Wynnefrom Liverpool appeared in
the shape of a diamond without any "black" squares and were called
"word-cross. Whynne called the cross word puzzle because he had positioned the
words in the form of a cross (which also resembles a diamond). It had the
word “fun” written in it because it appeared in the “fun” page. In addition
according to Augarde (1984) in Molica, cross word puzzle
usually consist of chequered diagrams (normally rectangular) in
which the solver has to write words guessed from clues. The words are separated by black squares or by thick bars between squares. [. . .]
Crosswords are now usually designed so that they look the same when
they are turned upside down. But many early crosswords lacked this kind of pattern or were designed symmetrically, so that the left side as the mirror-image of the right side.31
Moreover, Bressan points out that cross word puzzle is a attractive game.
Student not only do the crossword puzzle offer challenge to solve the puzzle
but also they can practice and repeat the sentences pattern and vocabulary.32 It
can be concluded that cross word puzzle is a game that student need to fill the
hidden word horizontally (across) and vertically (down). Students have to
supply an appropriate accurate answer that single space corresponds to each
30
Lee Su Kim, http://www.teflgames.com/why.html. Creative Games for the Language Class,
„Forum‟ Vol. 33 No. 1, January-March 1995, p. 35.
31
Anthony Mollica, Cross Word Puzzle and Second Language Teaching, (American
Association of Teachers of Italian, 2007), http://www.jstor.org/stable/27669126, p. 60.
32
Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, The Use of Cross
letter of the correct response and other components of the puzzle depend on
correct response in the coinciding slots.
4.
Teaching Vocabulary Using Crossword Puzzle
There are three-step processes to this type of puzzle. First, students have to
use the appropriate vocabulary item. For facilitated students, teachers use
symbolic rather than translation such as object (noun), activity (verb) and
description (adjective). Second, student writes the appropriate lexical item in
underlined space that corresponds to the number of letters in actual word,
hence the student selects among synonym for the form in the puzzle. Third
stage requires the student to locate the words in appropiate spaces.33
The various preceduree are possible as Lee define:
1. Teaher gives the same crossword puzzle for each student. They solve
individually with the help of written clues.
2. Teaher devides the class into group. Then the teacher gives a different
crossword for each group. Everyone in the group helps to solve it.
however, if there is a more active member in one group, they tend to do
all the work. in otherwise, if there is a more passive member in one
group, they will difficult to do all the work.
3. Teachers gives crossword puzzle for all of students. They do the
crossword puzzle individually. Then the teacher divides the class into
groups and then they work in group. The students can share their
answer to finish their crossword puzzle in their group.
4. The teacher writes crossword puzzle on the board, but no written clues.
The teacher gives clues orally and solve the crossword step by stepwith
33
Frank Nuessel, Recreational Problem-Solving Activities for Teaching Vocabulary in
the class. the class is divided into groups and each group come to the
board and writes the words in one by one.34
5.
The Advantages of Cross Word Puzzle
Cross word puzzle is one of many instructional game that comprehend
word-level into grid and make the class fun with puzzle clues and the object of
cross word puzzle is to find the hidden list word based on clues.35 Teaching
vocabulary through cross word puzzle may draw on other problem-solving
activities in order to reinforce previous lexical items or it may deal with an
entirely new lexical. In learning vocabulary through cross word puzzle is an
effective and interesting way that can be applied in EFL classroom.
Wahyuningsihin Marin C. Njoroge et.al.mentions some advantages using
cross word puzzle as follow:
Help students to gain interest and reduce boredom
Cross word puzzle give students opportunity to practice and repeat the
sentence pattern and vocabulary
Students feel relax and enjoy in participating in the learning activity
and they memorize the vocabulary in different way
Cross word puzzle can be given at point of time during the lesson.36
Thomas P. Carter stated that in the learning vocabulary using cross word
puzzle students are excited to work on them, cross word can be use as EFL
34
W R Lee, Language Teaching Games and Context, Second Edition, (Oxford University
Press, 1980).p, 64-65.
35
Hossein Vassoughi, Using Word-Search-Puzzle Games for Improving Vocabulary
Knowledge of Iranian EFL Learners, (Journal of Teaching Englis as a Foreign Language and Literature of Islamic Azad University of Iran, 1 (1), 79-85, Winter 2009), p. 2.
36
activity whether the methodology approach is cognitive, behavior and they
can be adapted in large or small class.37
6.
Previous Related Study
The researcher has found two relevant studies which related to this
research. First is “The Use of Crossword Puzzle to Improve Vocabulary Mastery (Classroom Action Research on the First Grade Students of SMP N)
” written by Zunita Widyasari. The purpose of this research is to find out whether there is improvement of the students‟ achievement in vocabulary
using crossword puzzle. This is shown by the students‟ enthusism in doing
crossword puzzle and most of students better understand what the teacher
taught in cycle II than in cycle I. Moreover, the students‟ achievement of
vocabulary has improved by using crossword puzzle in their test. Furthermore,
the result of t-test calculation cycle I is 5,97 and in cycle II is 6,33.38
Second, the research by the title “The Effectiveness of Word Find Puzzle to
Teach Common Noun for Fifth Grade of Elementary School” written by
Ainatus Sholikhah. The aim of this research is to find the effectiveness of
word find puzzle between the students‟ who were taught by using word find puzzle and the students‟ who were not taught using word find puzzle on
common noun, especially in SDN 03 Pekalongan. The result of the research
shows that the experimental classhas the mean value pretest was 54.60 and
post-test was 74.00. while the control class has the mean value pre-test was
52.0and post-test was 59.40.39
37
Thomas P. Carter, Cross Word Puzzle in the Foreign Language Classroom, The Modern
Language Journal, Volume 58, No 3 March.,1974, (Wiley National Federation of Modern Language Teachers Association), p. 4.
38
Zunita Widyasari, The Use of Crossword Puzzle to Improve Vocabulary Mastery, Skripsi at English Departement of Education Faculty State Islamic Studies Institute (STAIN) Salatiga.
39
The study that the present researcher is doing now different from the
previous studies above. The method that is used in this study is an
experimental study to know whether or not using crossword puzzle is
effective while the method that is used in previous study is classroom action
research. Besides, this study did not focused on vocabulary mastery in general
but rather focuses on vocabulary that researcher taught in first grade of junior
high school.
7.
Theoretical Framework
Based on students need in learning vocabulary there are four points such as
meaning, word use, word formation and word grammar. The use crossword
puzzle is important because crossword puzzle can be applied in word use,
meaning, word formation and also word grammar. In the case of meaning, the
use of crossword puzzle will ease for students know the meaning of word
based on text because when students know the correct word they will
automatically know the meaning correctly. Students know how to use a word
based on how it is used because when they fulfill the hidden word they read
the clues so they know the use of word. In students‟ writing, students will be
able to correct sentences because students regularly read the clues and write
vocabulary to answer the puzzle so they know how to twist words to fit
different grammatical context. Furthermore, students can change word based
on grammatical meaning because crossword puzzle as media can help students
to learn to know the changing of word on grammatical by read short story as
20
A.
Research Design
The objective of this research is to get empirical evidence of whether or not the
use of crossword puzzle in teaching vocabulary to grade VII at MTs
Muhammadiyah1Ciputat is effective. This research used quantitative method. It is
called quantitative method because it is related to the calculation and analysis of
numerical data. The researcher used quasi-experimental research design to identify
the effectiveness of using crossword puzzle as media in the teaching vocabulary.
Here, the researcher gave pre-test and post-test in two classes; experimental and
controlled class. Pre-test was used to get the beginning score from the experimental
and controlled class before treatment. Post-test was used to measure the score after
treatment. Then the result was compared after and before the treatment to get the
effectiveness of crossword puzzle as media.
There was a different treatment between experimental and controlled class. In
experimental class, the researcher gave a treatment by using crossword puzzle as
media for training students in learning vocabulary, whereas the students in controlled
class were taught without using crossword puzzle.
B.
Place and Time of the Research
This study will be held in MTs. Muhammadiyah 1 Ciputat which is located at Jl.
Dewi Sartika Gg. Nangka No. 4 Cimanggis, Tangerang Selatan. The writer will begin
her research from3 Juneto 18 June 2016 where the writer focused at 1st year of
students MTs. Muhammadiyah 1 Ciputat.This research was held in six meetings each
C.
The Population and Sampling Technique of the Research
1.
Research Population
The population in this research is from all first year of students in MTs.
Muhammadiyah 1 Ciputat, there are three classes: 1, 2, and
VII-3. The amount of the students of seventh grade in this school is 96
students.
2.
Sampling Technique
In this study,the researcher usedPurposive Sampling. The researcher took
the sample from the judgment that was representative of the population or
includes subjects with needed characteristics. In this study, the researcher
took the sample by interviewing the English teacher in order to know
which classes that have the same ability in English lesson, had same
facilities, on the same level and also give the pre-test for all classes to
know the class that had same score. Two classes that had choosen become
controlled and experimental class. Finally, the samples of this research
were; class VII-1 as the experimental class and VII-2 as the controlled
class.
D.
Instrument of the Study
The instrument consists of 35 multiple choices given for experimental and
controlled class. Meanwhile, the instrument made based on syllabus and took
from English text book.
E.
Technique of Collecting Data
To collect the data, the researcher used a multiple choicetest as the primary
instrument. There are two types of tests; pretest and posttest. The pre-test was
given in experimental and controlled class to know how far the students‟
know their vocabulary understanding after the treatment. Before the researcher
given the pre-test, the reseacher analyzed the instrument to know whether the
instrument used in this study is valid and reliable before being used to collect
data.
F.
Technique of Analyzing Data
1.
Validity
Validity is one of important requirements of evaluation to know whether
the test is valid. A test is said to be valid if it measure accurately what it is
intended to measure.Before administering the pre-test, the writer will
analyzed the validity and reliability of pre-test in order to find out
whether the test is valid or good to be used. The writer will use software
ANATEST version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi
Wibisono, ST.
The criterion of validity:
rxx = 0,91 – 1,00 = very high
rxx = 0,71 – 0,90 = high
rxx = 0,41 – 0,70 = enough
rxx = 0,21 – 0,40 = low
rxx = < 0,21 = very low
2.
Reliability
Realibity is whether an instrument can measure something to be measured
constantly. To know the reliability of the instrument used to collect data,
the writer used “ANATEST” software version version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi Wibisono, ST.
3.
Discriminating Power
The discriminating power of a test item is the ability of test item to
discriminate between students with high and low achievement. The
formula used to analyze discriminating power:
D =
= P
A–
P
BExplanation:
J = The total number of students who take the test
JA = The total number of students in the upper group
JB = The total number of students in the lower group
BA= The total number of in the upper group who got the item right
BB = The total number of students in the lower group who got the item right
PA = The porpotion of students in the upper group who got the item right
PB = The porpotion of students in the lower group who got the item right
The clasification of the discriminating power
D : 0.00 – 0.20 :Poor
D : 0.21 – 0.40 :Satisfactory
D : 0.41 – 0.70 :Good
D : 0.71 – 0.100 :Exellent
D : negatif :Discarded
4.
Item Difficult
Item diffiuculty is to identify whether a test is categorized into difficult or
P =
Explanation:
P: Item Difficulty
B: The number of students who got the item right
JS: The total number of students who tried the item
Classification of difficulty index:
0.00 – 0.19 = very difficult
0.20 – 0.39 = difficult
0.40 – 0.59 = moderate
0.60 – 0.79 = easy
0.80 – 1.00 = very easy
In analyzing the data, the researcher usedttest formula through SPSS (Special
Package of the Social Sciences) version 22 software. The t-test is one of a number
of hypothesis tests. Before calculated t-test, the researcher did normality and
homogeneity tests first.
5.
Normality Test
Before the researcher calculated the value of t-test, the researcher had to
analyze the normality and homogeneity of the data. He examinition of
normality was needed to know whether the data has been normally
distributed. The researcher used SPSS to tets the normality. In SPSS,
there are two kind of normality test:
Kolmogrov Smirnov and Shapiro-Wilk.
The criterion of SPSS:
a. If respondents ≥ 50, the normality test uses Kolmograv Smirnov.
b. If respondents ≤ 50, the normality uses Shapiro Wilk.
H0 : Significant Score > 0,05
H1 : Significant Score < 0,05
6.
Homogeneity Test
The next step was calculating the homogeneity of data. The purpose of
this calculation was to see whether the data / sample in both classes were
homogenous or heterogeneous.
7. T-Test
After getting the data from pre-test and post-testfrom experimental and
controlled class, the researcher needs to find out the differences score
using crossword puzzle as media. Here, the two classes are compared to
the independent variable, the experimental class is X variable and the
controlled class is Y variable. The researcher used statistical calculation
of the t-testformula. It is used to know whether sudents improve their
score or not.40
The formulas as follows:
Where:
Mx = Mean of experimental group (Variable X)
My = Mean of control group (Variable Y)
SEMx = Standard error of mean Variable X
SEMy = Standard error of mean Variable Y
40
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refrika Aditama,
To get the result, the calculation goes to several processes as follows:
1. Determining Mean of Variable X:
2. Determining Mean of Variable Y:
3. Determining Standard of Deviation Score of Variable X:
√
4. Determining Standard of Deviation Score of Variable Y:
√
5. Determining Standard Error of Mean of Variable X:
√
6. Determining Standard Error of Mean of Variable Y:
√
7. Determining Standard Error of Difference of Mean of Variable X and Y:
√
8. Determining t0
9. The last procedure is determining df(degree of freedom) with formula:
( )
H. Stastistical Hypotheses
The statistical hypothesis of this study can be seen as:
Null Hypothesis (Ho) : There is no significance difference after
crossword puzzle strategy is used on students‟
vocabulary understanding in the 7th grade
students of MTs. Muhammadiyah 1 Ciputat.
Alternative Hypothesis(Ha) : There is a significance difference after
crossword puzzle strategy is used on students‟
understanding in the 7th grade of MTs.
Muhammadiyah 1 Ciputat.
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is
rejected. It means that the ratesof mean score of the experimental group are
higher than the controlled group. The using of crossword puzzle is effective
towards students‟ vocabulary understanding.
2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (the null hypothesis)
is accepted. It means that the rates of the means score of the experimental
group are same as or lower than the controlled group. The using of crossword
28
A.
Data Description
The data were collected from students pre-test and post-test of both classes.
The data which were obtained were divided into two tables. The table 4.1 showed
the student‟s score and achievement in experimental class and the table 4.2 showed the student‟s score and achievement in control class. each table has four
columns; the first column showed the number of students, the second and the
third column showed pre-test and post-test score, and the last column showed the
gained score from pre-tets and post-test.
1.
The Data of Experimental Class
[image:40.612.127.506.317.706.2]Table 4.1
The Students’ Scores of Experimental Class
(Using Crossword Puzzle)
Students (N)
Nilai Pre-test
Nilai Post-test
Gained Score
1. 66 83 17
2. 68 94 26
3. 50 83 33
4. 70 87 17
5. 71 83 12
6. 70 80 10
7. 60 86 26
8. 50 84 34
9. 66 86 20
10. 60 90 30
11. 66 88 22
12. 50 70 20
13. 76 94 18
14. 63 74 11
15. 66 76 10
16. 60 78 18
18. 53 82 29
19. 60 88 28
20. 66 82 16
21. 57 80 23
22. 66 83 17
23. 51 88 37
24. 54 77 23
25. 66 88 22
26. 68 80 12
27. 74 94 20
28. 57 94 37
29. 70 83 13
30. 68 88 20
31. 63 80 17
32. 60 84 24
Total 2008 2687 679
Average 62.75 83.97 21.22
According to the result of pre-test and post-test from the experimental
classs, it shows that the lowest score of pre-test was 50 and the highest
score was 76. Besides, the lowest score of post-test was 70 and the highest
score was 94. The average of pre-test was 62.75 and post-tets 83.97. After
conducting pre-test and post-test, the average of gained score that the
teacher got was 21.22. The average of post-test after the students got
treatment using crossword puzzle was higher than the average of pre-test
before the students got treatment.
[image:41.612.133.507.110.383.2]2.
The Data of Controlled Class
Table 4.2
The Students’ Score of Controlled Class (Without Crossword Puzzle)
Students (N)
Nilai Pre-test
Nilai Post-test
Gained Score
1. 56 63 7
2. 62 83 29
4. 62 86 24
5. 63 84 29
6. 51 77 26
7. 57 73 3
8. 66 60 6
9. 54 74 9
10. 65 60 6
11. 53 71 20
12. 57 68 14
13. 54 67 17
14. 68 71 9
15. 61 77 6
16. 51 66 8
17. 67 54 13
18. 57 80 12
19. 63 75 14
20. 62 77 18
21. 56 68 22
22. 54 60 7
23. 77 94 17
24. 59 63 20
25. 56 60 4
26. 60 73 13
27. 66 77 19
28. 68 73 13
29. 71 83 12
30. 75 84 14
31. 51 60 0
32. 78 83 5
Total 1965 2300 428
Average 61.40 71.88 13.38
Based on the table 4.2 above, it shows that the lowest score in pre-test
was 51 and the highest score was 78 with the average of pre-test score was
61.40. Furthermore, the highest score of post-test was 94 and the lowest
score was 54 with the average score was 71.88. After pre-test and
post-test, the teacher got the average of the gained score was 13.38. it means
B.
Analysis of Data
1.
Validity Test
The validity of the test is calculated using “ANATEST” software
version 4.0.9 By using the software, the writer found 36 of 50 items are
valid and 14 items are not valid. It can be proved by the significance of
each item. Besides, the validity or XY correlation of the instrument used
in this study was 0.72. it means the test was valid and categorized into
high validity (see appendix).
2.
Reliabity Test
The writer calculated the reliability of the test using ANATEST. The
reability score that the writer got is 0.84. it means the test is reliable.
Besides, the criterion of the test is categorized into high reliability (see
appendix).
3.
Discriminating Power
The writer used ANATEST to analyze the discriminating power of test
item used in this study (see appendix). The result of the calculation using
[image:43.612.155.504.626.712.2]ANATEST can be seen as follow:
Table 4.3
The Result of Discriminating Power
(A-Multiple-Choice)
Number of items DP index (%) Classification of DP
1. 25.00 Satisfactory
2. 37.50 Satisfactory
4. 0.00 Poor
5. -12.50 Discarded
6. 62.50 Good
7. 12.50 Poor
8. 12.50 Poor
9. 87.50 Exellent
10. 12.50 Poor
11. 12.50 Poor
12. 12.50 Poor
13. 25.00 Satisfactory
14. 25.00 Satisfactory
15 12.50 Poor
16. 37.50 Satisfactory
17. 12.50 Poor
18. 50.00 Good
19. 50.00 Good
20. 37.50 Satisfactory
21. 62.50 Good
22. 0.00 Poor
23. 62.50 Good
24. 75.00 Exellent
25. 37.50 Satisfactory
26. 50.00 Good
27. 62.50 Good
28. 12.50 Poor
29. 75.00 Exellent
30. 75.00 Exellent
32. 12.50 Poor
33. 25.00 Satisfactory
34. 37.50 Satisfactory
35. 50.00 Good
36. 37.50 Satisfactory
37. 12.00 Poor
38. 12.00 Poor
39. 50.00 Good
40. 25.00 Satisfactory
41. 12.50 Poor
42. 25.00 Satisfactory
43. 12.00 Poor
44. 50.00 Good
45. 25.00 Satisfactory
46. 12.50 Poor
47. 50.00 Good
48. 25.00 Satisfactory
49. 0,00 Poor
50. 0.00 Poor
4.
Item Difficulty
From the claculation using ANATEST, the writer categorized the
items into five classification index. The writer got 18 items are very easy,
10 items are easy, 19 items are moderate, 3 items are difficult and 1 item
Table 4.4
The Classification of Difficulty Item
Number of Items Classification of Difficulty
Items 4, 5,7, 10, 11, 12, 15, 16,
17, 20, 21, 37, 43, 44, 45, 46, 49, 50
Very Easy
1, 13, 14, 19, 22,
32, 34, 35, 39 Easy
2, 3, 6, 9, 23, 24, 25, 27, 28, 29, 30, 31, 34, 38,
41, 42, 47, 48
Moderate
8, 18, 40 Difficult
4 Very Difficult
5.
Normality Test
a. Pre-test of Experimental Class
Hypotheses:
H0 : Data of X normaly distributed
H1: Data of Y is not normally distributed
Table 4.5
Normality of Pre-test of Experimental Class
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
pretest Experiment ,109 32 ,200* ,962 32 ,311
*. This is a lower bound of the true significance.
[image:46.612.131.578.591.673.2]Based on the table above, it can be seen that the significant from
normality test of Shapiro-Wilk shows 0.311. Therefore, the significant
score is higher than 0.05 (0.311 > 0.05). it means that H0is accepted so the
data is normally distributed.
[image:47.612.129.571.252.705.2]b. Post-test of Experimental Class
Table 4.6
Normality of Post-test of Experimental Class
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
posttest experiment ,125 32 ,200* ,956 32 ,207
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant from
normality test of Shapiro-Wilk shows 0.207. therefore, the significant score
is higher than 0.05 (0.207 . 0.05). it means that H0is accepted so the data is
normally distributed.
[image:47.612.133.575.610.690.2]c. Pre-test of Controlled Class
Table 4.7
Normality of Pre-test of Controlled Class
Tests of Normality
kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
pretest control
,091 32 ,200* ,972 32 ,560 *. This is a lower bound of the true significance.
Based on the table above, it can be seen that the significant from
normality test Shapiro-Wilk shows 0.560. Therefore, the significant score
is higher than 0.05 (0.560 > 0.05). it means that H0 is accepted so the data
is normally dustributed.
[image:48.612.130.568.258.541.2]d. Post-test of Controlled Class
Table 4.8
Normality of Post-test Controlled Class
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Posttest control
,124 32 ,200* ,964 32 ,356
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant from
normality test ShapiroWilk shows 0.356. Therefore, the significant score is
higher than 0.05 (0.356 > 0.05). it means that H0 is accepted so the data is
normally distributed.
6.
Homogeneity Test
Based on the calculation of normality, the writer got the result that all
data in pre-test and post-test of both experiment class and controlled class
have been normality distributed. The next step of the claculation was
finding the homogeneity of tha data. The purpose of this claculation was
to see whether the data / sample in both classes homogenous or
heterogeneous.
H0: The condition of experiment class is not different from controlled
class
H1: The sample of experiment class is differentfrom controlled class.
Based on the criteria, it can be concluded that H0is accepted. It means
that the sample in experiment class and controlled clss were homogenous.
Moreover, the writer also used SPSS to calculated the homogeneity of the
[image:49.612.121.495.253.684.2]data. The result that the writer got can be seen on the table below:
Table 4.9
Test of Homogeneity of Variance
Test of Homogeneity of Variances
pretest
Levene Statistic df1 df2 Sig.
,130 1 62 ,720
Based on the table above, it can be seen that the result of homogeneity
test Lavene Statistic score shows 0.130 with the significant 0.720.
Therefore, the significant score is higher than 0.05 (0.720 > 0.05). it means
that the sample in experiment class and controlled class were homogenous.
Table 4.10
ANOVA Test
ANOVA
pretest
Sum of Squares df Mean Square F Sig.
Between Groups 58,141 1 58,141 ,973 ,328
Within Groups 3704,594 62 59,752
Total 3762,734 63
Based on the table above, F score from the result of calculation is
the comparison between Fo (F observation) and Ftablewhich shows Ftable(1.99) is
higher than Fo (0.973). Therefore, the writer concluded that the data is
homogenous.
C.
Test of Hypothesis (T-test)
In this part, the researcher calculated the data to test hypohesis that
whether there is significant different between stuents‟ vocabulary
understanding using crossword puzzle in experiment class and students‟
vocabulary understanding without crossword puzzle in controlled class. the
researcher calculated the data using T-test formula. Two classes were
compared, the experimental class was X variable and the controlled class was
Y variable. The next table is staistical calculation of the gain score both
experimental class using crossword puzzle and controlled class without
[image:50.612.116.505.320.703.2]crossword puzzle.
Table 4.11
The Statistical Calculaion of the Gain Score of Both
the Controlled and the Experimental Class
Students X Y
X=Mx-X
Y=My-Y
X2 Y2
1 17 7 -3,59 -6,38 289,00 289,00
2 26 29 26,00 29,00 676,00 676,00
3 33 9 11,00 9,00 1089,00 1089,00
4 17 24 17,00 24,00 289,00 289,00
5 12 29 12,00 29,00 144,00 144,00
6 10 26 10,00 26,00 100,00 100,00
7 26 3 26,00 3,00 676,00 676,00
8 34 6 34,00 6,00 1156,00 1156,00
9 9 9 9,00 9,00 81,00 81,00
10 30 6 30,00 6,00 900.00 900,00
11 22 20 22,00 20,00 484,00 484,00
12 20 14 20,00 14,00 400,00 400,00
14 11 9 11,00 9,00 121,00 121,00
15 10 6 8,00 6,00 64,00 64,00
16 18 8 18,00 8,00 324,00 324,00
17 17 13 17,00 13,00 289,00 269,00
18 29 12 29,00 12,00 841,00 144,00
19 28 14 28,00 14,00 784,00 196,00
20 16 18 16,00 1,00 256,00 324,00
21 23 22 23,00 22,00 529,00 484,00
22 17 7 17,00 7,00 289,00 49,00
23 37 17 37,00 17,00 1369,00 289,00
24 23 20 23,00 20,00 529,00 400,00
25 22 4 22,00 4,00 484,00 16,00
26 12 13 12,00 13,00 144,00 169,00
27 20 19 20,00 19,00 400,00 361,00
28 37 13 37,00 13,00 1369,00 169,00
29 13 12 13,00 12,00 169,00 144,00
30 20 17 20,00 17,00 400,00 289,00
31 17 0 17,00 0,00 289,00 0,00
32 24 5 24,00 5,00 576,00 25,00
Total 679 428 657,78 414,63 16189,00 7511,64
The table above described the result calculation of the gained score of
the experimental class (X) and the controlled class (Y). Based on the table
above, it can be concluded that the total score of the experimantal class (X) is
679 and the controlled class (Y) is 428.
From the table aove,
